CAP TERS Sensing Project Docs/AE/CAP TERS Presentation.pdfThis Project Is An Effort to Put into AEM ... Spain since it became a sovereign nation dating back to 1217 under Ferdinand

Hometown Citizens - Homeland Heroes


CAP – TERS

CAP-Teachers Educational Remote

Sensing Project

Randall L. Carlson, Lt Col, CAP

First and Foremost an

Aerospace Education Officer


Geography, Remote Sensing, Satellite Imagery, and

Viewing the Earth from Space Are Subjects Few

Schools Address - Why?

Satellite Imagery is not readily available.

Software to view imagery is very expensive.

Teachers generally do not have the necessary geography

background to research and present it.

There is literally little or no material on the subject to work

from.

We know from college entrance testing, spanning 30 years,

that college freshmen do not understand geography.


What if there was a tool to assist teachers in making

geography interesting and real?

What if it all came on a single DVD that could be loaded on

any computer?

What if it came with teacher and student worksheets?

What would you say if it was available right now?

…and if it were FREE to CAP users?


This Project Is An Effort to Put into AEM Classrooms or CAP Units the Following:

A CAP AE DVD that will be a total AE learning package that will contain satellite imagery, viewing software and topic background papers for the teacher and student including worksheets

Commercial .5 – 1 meter resolution satellite imagery of historic or interesting locations

ERDAS ER Viewer Software to view images

Lesson plans for teachers/CAP Aerospace Educations Officers

Worksheets to help a student better understand geography

For CAP cadets, when an airport is in the imagery, there will be a bonus section on airport feature/NAVAIDS identification


What Is the CAP – TERS Program Really?

It is a stand alone teaching program and tool for teachers / CAP leadership to use. It can be installed on a computer anywhere that AEOs or AEMs want to project deeper aerospace learning.

It can be utilized in CAP Senior Squadrons to enhance airport facilities training or teaching general airport layout, NAVAID placement or airport area awareness

(Vertical Obstruction and other potential hazards).


Experience Has Shown That CAP Cadets Have

Trouble Understanding and Locating Airfield

Features, NAVAIDS, and Airport Markings

It would be a great help if students had a tool such as

this to look deeply into an airport, search for features

and NAVAIDs and better understand them.

Every lesson will help them understand the world

around them.

Every image that has an airport will have an in-depth

study of that airport and features for the cadets to

find/locate.

This tool will reinforce current CAP AE training

materials.


What AE Training materials?

Cadet Members AEX Booklets such as:



Senior Member AEX Booklets:



Cadet & Senior Member AEX High-Interest:

Earth From Space (Remote Sensing)

GeoEye – Indian Navy Aircraft, Goa, India


What Comes on a CAP – TERS Project CD?

1. A copy of CAP Airports 2010.

2. ―Read me First‖ installation instructions for the ERDAS ER

Viewer.

3. A folder with the ERDAS software ER Viewer and a User Manual .

4. Three CAP – TERS imagery/training folders labeled:

1. Historical

2. Geographical

3. CAP Airport ID Training


Teachers Will Be Provided with Material and Satellite Imagery of Geographic Sites That Support:

US History

Fort Pickens, AL

Fort Sumter, SC

Key West, FL

The Erie Canal 1 (Rochester, NY)

The Erie Canal 2 (Waterford, NY)

World History

Hurricane Katrina

Melilla, Spain

New Orleans, LA (Katrina aftermath)

Rock of Gibraltar

Lots of Airports (small, regional, and large international)


Each Folder Will Contain:

Imagery (16-images total in release 1.0)

for that specific topic to be

taught/addressed.

Supplemental maps, charts,

illustrations to assist in the training.

A teacher/instructor lesson plan that

will:

Have background information on the

subject.

Give them all the answers for the

students’ worksheets.

A student worksheet.


Imagery of .5 to 1.0 meter resolution from

GeoEye, a leading commercial vender of

satellite imagery.

ERDAS Inc. has given us free use of its ER Viewer software allowing this package to be placed in every AEM school, and Civil

Air Patrol Unit in the country.

The teacher and student materials have

been developed by myself for unlimited

usage in connection with this project.

No classified material is incorporated into

this project.

All Material for This Project Has Been

Donated Free of Charge to CAP/AE


What does it look like…

After logging in the Main Menu opens


To open Airport ImageryAll options are listed in folders

Open folder


Each Imagery Folder contains:An image .tif or .ntf Image File

Other support files

Double click the Image File icon


A Sample Teachers’ Subject Background Sheet: Melilla,

Spain


Length of Lesson: 50 minutes

Objective: The objective/goal is to explore a European enclave city and airport in North Africa and look for features and differences.

National Math Standard: Several math exercises will be given where students will determine volume, area and lengths for specified features.

National Communications Skills: Students will be challenged in the use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes to explain what they see in satellite imagery.

Background: Melilla is an Autonomous Spanish city, in North Africa. It is a Spanish enclave on the northern coast of Morocco. Melilla and Ceuta, are two Autonomous Spanish cities in North Africa, are treated as Spanish provinces, with certain autonomous rights by the Spanish Parliament.

Teacher: Have students look up and define/explain Enclave and Autonomous to the class

Melilla was taken by Castile in 1497 from the Muslim dynasties in Morocco and has been a part of Spain sin then. Morocco disputes the claims of Spanish occupation, but Spain claims Melilla has been a part of Spain since it became a sovereign nation dating back to 1217 under Ferdinand III. Four treaties with Morocco between 1859 and 1884 established Melilla as Spanish. The history of the city can be seen in the fort facing the sea, James’s Chapel (Chapel de Santiago) the only Gothic architecture in Africa.

Melilla has a total area of only 20 square kilometers and a population of 72,000. It is a very small enclave indeed. Its economy is based on fishing and, and cross border commerce (legal and smuggled). You are looking at two different countries, one is Muslim, and one is Christian. Looking at both sides of the border differences are noticeable.

A Sample Teachers Background Lesson: Melilla, Spain


Where Is the Spanish Enclave of Melilla Located?


Melilla, Spain

Port

Military Base

City

Airport

Morocco

GeoEye – Melilla, Spain


Assignment/Assessment: You are going to look for features specifically African / European that are different from what you see in America. You will investigate the city and airfield features, as well as annotating the image. Answer the questions in the provided space or annotate the image.

Image: Melilla Spain Morocco 8 bit.ntf

1. The city of Melilla and port:

A. Find the bull ring (Plaza Toros); what is the diameter of the bullring? 228 feet

B. B. Where do the cruise ships go, Morocco or Melilla? The city of Beni-Enzar, Morocco, located next to Melilla, Spain. There are two ships are in port, with one leaving.

C. There are two harbors in the image, one is Spanish, and one is Moroccan. Write what the differences are that you can see:

A. Spanish Port of Melilla is for small boats and pleasure craft. The docks/quays are made to handle light cargos,

B. The Moroccan port, is for handling heavy freighter and cargo ships. One port (Spain) is for pleasure and sightseeing, whereas the Moroccan port is a “working” port.

D. How many pleasure boats are in the Melilla yacht basin? A least 185, notice it is next to several very large hotels.

E. Does the Melilla Port have a fish dock/market? Yes, north of the yacht basin, with some pleasure boats in it as well.

F. Does the Moroccan port have a yacht basin? No, a fish dock/market only

G. Both ports have beaches, what differences can you see? Melilla’s beach is for vacationers and tourists, Morocco being Muslim, would not invite sunbathers and mixed male/female use of a beach.

2. Locate the airport Passenger Terminal

Control tower

Length of Runway: ____1079________-meters, _____3539_________-feet

Width of Runway: _____44_______- meters

Parking for passenger cars. What is unusual about it and why? All of the parking is covered, due to the extensive sunshine and heat at this airport.


A Sample Lesson: Melilla, Spain

GeoEye – Melilla, Spain


3. CAP Cadets: This airport is a small commercial airport. There are features and NAVAIDS for you to

find. Locate and annotate:

A. Passenger Terminal

____________________________________________________________________.

B. VOR Radio Beacon:

______________________________________________________________________

C. Location of GCA Radar:

_____________________________________________________________________

D. Length of Runway: _________-meters, ______________-feet

E. Width of Runway: ____________- meters

F. What are the two runway headings? _________degrees and _________ degrees

G. Location of the Emergency Services Fire

Station:________________________________________________

_______________________________________________________________________________

H. Refueling trucks, and how many? _______

I. Parking for passenger cars. What is unusual about it and why?

______________________________________

___________________________________________________

J. Control tower:

___________________________________________________________________________

A Sample Student/CAP Cadets’ Worksheet: Melilla, Spain


3. CAP Cadets: This airport is a small commercial airport. There are a few NAVAIDS for you to find.

Locate and annotate:

A. Passenger Terminal: Next to the aircraft parking ramp, with a walkway across the street to the parking

lot.

B. VOR Radio Beacon: 35 16 49.59 N 002 57 29.3 W or the white circle half way between the fire station

and the end of runway 15.

C. Location of GCA Radar: It is next to the Fire Station, the radar antenna shadow is very clear on the

ground.

D. Length of Runway: ____1079________-meters, ____3539__________-feet

* Remember it is threshold to threshold)

E. Width of Runway: _____44_______- meters

F. What are the two runway headings? ___330______degrees and ___150______ degrees

G. Location of the Emergency Services Fire Station: Just north of the airplane parking area, the drive

way leads directly to the runway.

H. Refueling trucks, and how many? ___2____

I. Parking for passenger cars. What is unusual about it and why? All of the parking is covered, due to the

extensive sunshine and heat at this airport. ______________

J. Control tower: Between Fire Station and Passenger terminal. Look for the shadow.

A Sample Teacher/AEM/AEO Answer sheet: Melilla, Spain


A Sample Teacher/AEM/AEO Answer sheet: Melilla, Spain


CAP Airports 2010: The Understanding and

Analysis of Airports and Aeronautical Charts




Airports 2010 designed to reinforce CAP

Aerospace Dimensions Module 2, Chapters 2-3

■ PowerPoint Viewer included on DVD

■ Installs easily

■ Airports 2010 follows a logical format for learning something complex by nature

Identify airport and NAVAID features

Detailed and well illustrated drawings/schematic examples

Satellite imagery examples reinforce written and drawn material

Good for all age groups – Jr. High School to Adult


Chapter Two—Airports

Learning Outcomes—Upon

completion of this chapter, the cadet

should know:

• The basic layout of a general

aviation airport.

• The taxiway and runway signs and

markings.

• The role of the Federal Aviation

Administration in controlling air

traffic.

• The flight profile.

• The phonetic alphabet.

MODULE 2 – AIRCRAFT SYSTEMS & AIRPORTS

Chapter One – Airplane Systems

Chapter Two – Airports

Chapter Three – Airport to Airport Aeronautical Charts

Supports Aerospace Dimensions

Chapter Three—Airport to Airport—

Aeronautical Charts

Learning Outcomes—Upon

completion of this chapter, the cadet

should know:

• The basic layout of the sectional

chart

• The sectional chart legend

• How to read latitude and longitude.

• How to find features, such as

railroads, pipelines, obstructions and

highways.

• How to read all of the information

given about an airport.


It is a very powerful yet easy-to-use imagery exploitation tool

or electronic light table that offers:

■ A unique hands-on learning tool for science, history, geography,

ecology and numerous other disciplines.

■ High speed imagery processing capabilities.

■ A refined user interface.

■ An easy-to-use toolbar.

■ A tool to answer questions relating to size, shape and distance.

■A way to make geography come alive for everyone.

What Is The ERDAS ER Viewer ?


An Effective Imagery Exploitation Tool

for Project Planning and Evaluation

Needs

Planning: Broad areas

can be quickly looked at:

Countries

Regions

Cities

LANDSAT – Qatar, Bahrain, and Saudi Arabia

IKONOS – Doha, Qatar


Why You Need Imagery and the ERDAS ER Viewerin Schools and Aerospace Education

You can better understand:

■ What’s going on?

To ―see‖ visually and dimensionally the changes going on.

You can print or email the change to personnel/offices.

■ Where is it?

Geo-referenced imagery allows you to know exactly where it is.

You can measure area, length, diameters and calculate volume.

■ What is it?

Basic analysis techniques to explain the nature of the changes found.

To keep others (and yourself) informed.


ERDAS ER Viewer Is Easy to Use

■ An easy learning curve or ramp-up time

Thirty minutes training vs. weeks or months on other software

Training at your location

■ Existing user skill set

Students/Cadets use and expand their current skills

■ Application’s required skill set

Basic computer literate in windows environment

Can follow easy logical processes in all applications


ERDAS ER Viewer

Software Training Course


Welcome to the Civil Air Patrol/Teachers’

Educational Remote Sensing (CAP- TERS)

Learning Project

Installing and Using The Viewing Software

■ Open the Software folder, locate the ERDAS ER

Viewer, and double click the

ERDASERViewer_10.1 icon.

■ The ERDAS ER Viewer software will install itself

on your local computer/desktop. It will also

install a shortcut icon on your desktop.


Using The Viewing Software

■ Double click the ER Viewer icon on your

desktop. The ER Viewer will open as below.


The ER Viewer has a Main Menu Bar. This allows you to

open a file or image and print (print setup) an image to

your local printer.

Main Menu Bar

Using the Viewing Software


■ Double click the ―Open File‖ and you will be able to

select an image to view from your imagery folders you

copied from the CD onto your computer. When you

select your image, note you also get information on the

image for reference.



The selected image will now appear in the Image Viewer, and you are ready to begin analysis. The tools you need are all on the ―Tools Bar‖.

―Title Bar‖ is the name of the image you are looking at currently.

―Tools Bar‖ toolsavailable to you



■ Tools Roam: clicking and using your left mouse button

allows you to move the image to where you want to go.

Zoom whole image: Click and wherever you click the cross hairs you will zoom to there on the whole image.

Zoom to an area: Click this, then click in the image and drag open a box within the image. This will open the area you have outlined in the viewer. If you are looking at an airplane on an airport, do this several times and the aircraft will fill the viewing area.

Measuring: Click the ruler, and you will find a ruler for a curser in the image. Just left click, drag the curser to the end of the line/feature you are measuring and then let go of the left mouse button. In the bottom right area of your viewer you will read the distance in meters.

Using The Viewing Software


Example of a software application:

■ Zoom into an area several times.

■ Use the ―Measure Tool‖ and measure the wing

span of the Il-76D.

■ The software measurement is 51.01 meters.

■ The Il-76D wingspan is known to be 50.5 meters.

■ Given .8 meter imagery, this is good.



The Il-76D wingspan is known to be 50.5 meters



... And for CAP Cadets

Windsock

VOR

Segmented Landing Indicator

Taxiways

Runway Type

GeoEye Pan – Frederick Airport, MD



Helicopter

Cargo Plane Parking (asphalt)

Displaced Threshold

Precision Runway

Commercial Apron

Healthy Trees

Well Watered

GrassNot-So-Healthy Grass

VORConcrete

Terminal

Parking Lot

GeoEye Pan Sharpened FIR – Indian Airport


... And for CAP Cadets


The End…

Question?

GeoEye Panchromatic – Pensacola NAS Museum

Length of museum hangar?


The End…Satellite Imagery is always

interesting to look at


Question???

The End…

Documents

CAP TERS Sensing Project Docs/AE/CAP TERS Presentation.pdfThis Project Is An Effort to Put into AEM ... Spain since it became a sovereign nation dating back to 1217 under Ferdinand